Name: Nahla Ali Alshehhi

Grade Level: Grade 5

Students 29

CCSS Math Strand:

Unit3 Numbers and Algebraic Operations in
Base Ten Chapter 3 Division distributive
Features

CCSS Standards:
According to CCSS standard, for numbers and algebraic operations in base ten lessons students will
perform operations with one-digit, apply and extend previous understanding of multiplication and
division.
Main Lesson Aims (Concepts, Procedures, & Processes):
Learning objectives:
Students will distribute the big numbers in three place values in different grouping system Pairs,
groups, and whole class.
Materials:
teacher books

None Students book.

student
book(s)

McGraw Hill, CCSS, Math Book for 5 graders, .

worksheets/
papers

For chapter 3, 7th lesson every description paper, activities evidence and
problem solving is attached with the lesson plan.
The explanation in the board will be attached and the PowerPoint
document.
Students will have small cards during formative assessment like:
1. Eggs activity in pairs.
2. Smiley activity Individual.

teacher
materials

Manipulative Cubes Base 10 blocks

Problem Solving Cards.
PowerPoint.
Reinforcement cards.

student
materials/
manipulatives

Base 10 blocks manipulative.

Egg Cards.

technology

Data Show for presenting the core of the lesson explanation part.

other

None.

Key vocabulary with definitions (and pictures if appropriate):

word

glossary definition

Distribute

To divide and give out in shares; deal out; allot.

Each section

A part that is cut off or separated.

Place Value

The value of where the digit is in the number.

Image

Students Prior Knowledge:

- Students did recognize and identify in the previous lessons the meaning of division and how to
divide numbers, so they will be able to extend their understanding of distributing features in
division.

Possible Problems :
-

Problem: The technology may not work, or the data show may not be provided in the
class.
Solutions for the Possible Problems:
- Solution: As a teacher, I must have a Plan B which will be having A3 papers of the core of
the lesson and using white board.
Misconceptions:
-

Problem: Students may have problems with division and how to separate the number.
Solution: I will give more than two examples, I will make in pairs activity which the other
student could help the one who struggling, and I will give them a homework to check
their understanding of the concept.

Problem: The students may face problem with extending number and they may combine
two numbers and divide it.
- Solution: I will use different strategies, for example: I will tell them there are no only one
way to do the distributive feature in division. We can divide each section starting with
hundreds, tens, and ones.
Image of solution for this specific problem:

Image 1 : It looks like it is for low and

medium learner which is the
centered group in the class.

Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Engage (warm up, review prior knowledge):
T & S interaction

In this stage, I am going to use review strategy which is

refresh students understanding of division to have a
background of division. To prepare their minds to extend
the distributive features in division.
Core (introduce and practice new concepts &
procedures):
I will going to explain the lesson:
1. Firstly, students will interact with the teacher by
giving examples of distributive.
2. Secondly, I will explain it using base 10-blocks
and distribute the big numbers into three
numbers then divide it, and add them to get the
result.
3. Thirdly, I will go deeper and I give them checking
the division operation through their performance

The teacher or I will use

the context division and
the division triangle facts.
Students will have 10
minutes remember the
previous lesson by doing
the activity.
In the core, the teacher
will start with:
1. Exemplifying the
distributive features in
division and how to
divide the big
numbers according to
their place value.
2. I will tell students how
to use base 10 blocks
in distributive division.
Example: The tens will
take the biggest bar
that includes 10 cubes
inside.

Time
10
minutes

20
minutes

in the activity.
This stage is the teacher stage, to perform and to deliver
the concept of distributive division.
Close (wrap up, discussion, brief review activity or
assessment):

3. What is the next step?

Students expected to
add all the numbers
together and check by
multiplication.
The students will have two
activities the first one is Egg
activity (Image 2).

In this formative assessment, I am going to give student

practice in group of two and individually .
I will check the division with remainders concept in each
group through correcting their papers with them.
This stage is student role, to give or to show the
understanding of the core lesson.

Students will do the steps in

group of two or three maximum.
The teacher will give out the
individual activity which is smiley
cards includes a division problem
(Image 3).

Students will do the practice

and solve the problems by doing
all the steps as we take.

Hint:
There will be homework to do at home in their Mathematic Book Page 199.

Attachments:
Copy of original lesson from a teacher resource book or website (original versions)
Copy of all resources given to students
Reference page with all books, journals and websites

10-15
minutes